Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs

Autor/inn/en	Cash, Trent N.; Lin, Tzu-Jung
Titel	Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs
Quelle	In: Gifted Child Quarterly, 66 (2022) 3, S.188-207 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cash, Trent N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/00169862211032987
Schlagwörter	Well Being; Academically Gifted; Gifted Education; Grade 5; Grade 6; Self Contained Classrooms; Special Classes; Mathematics Instruction; Self Concept; Psychological Patterns; Personality Traits; Delivery Systems; Student Characteristics; Student Attitudes + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Special class; Sonderklasse; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Auslieferung; Schülerverhalten
Abstract	This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (M[subscript age] = 11.70, SD[subscript age] = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program providing no gifted services, which served as a control group (n = 99). Multiple differences in psychological well-being across programs were revealed in Hierarchical Linear Models, particularly in terms of math self-concept, loneliness, and maladaptive perfectionism. Students in the two gifted programs reported different patterns of psychological well-being when compared with students in the no gifted services control group. These differences suggest distinct social phenomena underlying the two different service delivery models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01